AN ERROR ANALYSIS OF USING PUNCTUATION BY THE SIXTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT IAIN BUKITTINGGI IN ACADEMIC YEAR 2015/2016.

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AN ERROR ANALYSIS OF USING PUNCTUATION BY THE SIXTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT

IAIN BUKITTINGGI IN ACADEMIC YEAR 2015/2016

A Thesis

Submitted as a Partial Fulfillment of the Requirements for Getting Strata I Degree of Education in English Department

Written by:

BAMBANG SAPUTRA Regt Number: 2312.035

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND ENGLISH TEACHER TRAINING STATE ISLAMIC INSTITUTE (IAIN) BUKITTINGGI

2015/2016

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HALAMAN PERSEMBAHAN

Puji dan syukur tidak hentinya kita ucapkan kepada Allah SWT yang telah melimpahkan rahmat dan karunianya kepada ananda sehingga penulis bisa menyelesaikan karya sederhana dalam bentuk skripsi ini.

Halaman persembahan ini penulis persembahkan kepada:

Orang tua penulis Bapak Anwar dan Ibu Neneng yang sudah memberikan dukungan baik secara moril, materil maupun kasih sayang serta doa untuk penulis sehingga penulis mampu untuk menyelesaikan tugas ini dengan baik. Semoga apa yang mereka cita-citakan pada anaknya dapat terwujud. Hanya Allah SWT yang mampu mmembalas semua jasa-jasa yang telah mereka berikan. Terima kasih atas kasih sayang dan semua pengorbanan yang telah diberikan. Kepada kakak penulis (Teti susanti) dan kedua Abang Penulis (Bang jack dan Bang Apit). Yang juga telah member dukungan moril dan materil kepada penulis. Dan kepada seluruh keluarga penulis yang tidak dapat disebutkan satu persatu.

Kepada seluruh pihak yang ada di IAIN Bukittinggi mulai dari rektor, dekan dan semua jajaran dosen dan karyawan/ti. Kepada Miss Yaya dan Miss Eliza sebagai pembimbing penulis yang tidak hentinya untuk memberikan arahan, masukan, kritikan, dan waktu sehingga penulis dapat menyelesaikan skripsi ini dengan baik. Terimakasih atas bimbingannya.

Kepada seluruh dosen PBI (Miss Veni, Miss Yaya, Miss Eliza, Miss Meme, Pak Irwandi, Pak Syahrul, Pak Boy, Miss Hayat, Miss Loli, dan Miss Widiya dan seluruhnya) yang telah membimbing dan memberikan ilmu kepada penulis selama kuliah di IAIN Bukittinggi.

Kepada seluruh teman-teman PBI khususnya angkatan 2012 yang telah menemani hari-hari penulis selama berkuliah di IAIN Bukittinggi. Khususnya PBI kelas B yang menjadi naungan penulis selama berkuliah di IAIN Bukittinggi. Kelas B yang gokil, asyik dan berisi

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para mahasiswa-mahasiwa nakal yang InsyaAllah akan menjadi manusia sukses dimasa depan nanti.

Kepada Popon yang juga telah memberikan dukungan kepada penulis selama ini dan orang yang selalu menyuruh penulis untuk segera melakukan penelitian. Orang yang sudah menjadi sosok yang sabar menghadapi penulis hehehehe. Akhirnya kita wisuda bareng juga Popon.

Halamam persembahan ini juga penulis persembahkan kepada sahabat karib penulis yaitu RM, RS, Ikhwan, dan Ikmal yang telah menjadi sahabat baik penulis dan selamanya kita akan menjadi sahabat. Terutama untuk RM yang mengaku-ngaku telah menjadi pembimbing ketiga penulis hehehehehehe. Semoga perjuangannya dengan pembimbingnya membuahkan hasil dan dia segera menyusul penulis hahahahahahaha. Pokoknya untuk kalian semua semnagat

Dan untuk semua gils PBI B angkatan 2012 yang tak dapat disebutkan namanya satu- persatu karena banyak yang telah menjadi sahabat penulis selama ini. Semoga kita semua akan menjadi orang yang sukses ddikemudian hari.

Untuk Iqbal Reza yang telah menjadi sahabat penulis sejak SMP sampai saat ini yang telah menjadi sahabat penulis saat duka maupun duka. Dan terimakasih untuk semua sahabat penulis yang tidak dapat disebutkan satu-persatu.

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I ABSTRACT

Bambang Saputra. An Error Analysis of Using Punctuation by the sixth Semester Students of English Department at IAIN Bukittinggi in Academic Year 2015/2016. A thesis, IAIN Bukittinggi 2015/2016

This research was due to the students’ problem in using punctuation. The research was conducted to the sixth semester students of English Department at IAIN Bukittinggi.

The students still made error in using punctuation even though the topic about punctuation had been learned. The problems were students were confused to use punctuation because they were difficult to distinguish the function of each kind of punctuation. In addition, the error also came from peer review in writing class. The students sometimes did error in correcting their friend writing task especially in correcting punctuation.

The researcher used descriptive quantitative method in this research. This research was considered as quantitative research because the researcher used some numeral data and analyzed the data statistically. The instruments that were used by the researcher were test and interview. Purposive sampling was used to choose the sample of the research. The punctuations that were presented in this research were period, comma, apostrophe, question mark, quotation mark, hyphen, colon, semi colon, and parentheses.

In the research, the researcher formulated three formulation of the problems. The first is the types of error in using punctuation, the second is percentage of error for every kind of punctuation, and the third is the causes of error in using punctuation. As a result of the research, the researcher found that the types of error made by the student were error of addition and error of omission. The percentages of errors found for every kind of punctuation were error in using semi colon (error of omission 62.22% and error of addition 37.77%), error in using comma (error of omission 43.13% and error of addition 23.33%), colon (error of omission 50% and error of addition 20%), quotation mark (error of omission 51.66% and error of addition 25%) and hyphen (error of omission 55.83% and error of addition 4.16%), parentheses (error of omission 50% and error of addition 5.5%), question mark (error of omission 20.55% and error of addition 13.33%), apostrophes (error of omission 19.44% and error of addition 7.22%), and period (error of omission 9.11% and error of addition 14.66%). Generally, the sixth semester students have some problems in using punctuation. The causes of the error based on interview to the students were class situation, where students did error in correcting their friends’ punctuation in writing task.

The second is the students’ comprehending about the punctuation. It means that the students’ comprehending about punctuation and the rule of using punctuation of each kind of punctuation were still very low.

Key Words: Error Analysis, Punctuation

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II ABSTRAK

Bambang Saputra. Sebuah Analisis Kesalahan Dalam Menggunakan Tanda Baca Pada Mahasiswa Semester Enam IAIN Bukittinggi Tahun Ajaran 2015/2016. Skripsi, IAIN Bukittinggi 2015/2016

Penelitian ini dilatarbelakangi oleh masalah mahasiswa dalam menggunakan tanda baca. Penelitian ini ditujukan pada siswa semester enam Pendidikan Bahasa Inggris IAIN Bukittinngi tahun ajaran 2015/2016. Siswa tetap membuat kesalahan dalam menggunakan tanda baca meskipun mereka telah mempelajarinya. Masalahnya adalah siswa ragu dalam menggunakan tanda baca karena mereka susah memahami fungsi masing-masing tanda baca. Disamping itu, kesalahan juga datang dari peer-review di kelas writing. Siswa terkadang membuat kesalahan dalam memeriksa tugas writing teman sekelas khususnya dalam memeriksa tanda baca.

Peneliti menggunakan metode kuantitatif deskriptif di penelitian ini. Penelitian ini disebut kuantitatif deskriptif karena peneliti menggunakan data dalam bentuk angka dan dianalisa secara statistik. Instrumentasi yang digunakan dalam penelitian ini adalah tes dan wawancara. Purposive sampling digunakan dalam memilih sample. Tanda baca yang diteliti dalam penelitian ini adalah titik, koma, tanda petik, tanda tanya, tanda kutip, tanda sambung, titik dua, titik koma, and tanda kurung.

Di penelitian ini, peneliti merumuskan tiga pertanyaan. Pertama adalah tipe kesalahan dalam menggunakan tanda baca. Kedua, presentase kesalahan masing-masing tanda baca, dan ketiga adalah penyebab terjadinya kesalahan dalam menggunakan tanda baca. Dari hasil penelitian, peneliti menemukan bahwa tipe kesalahan yang dibuat oleh siswa adalah error of omission dan error of addition. Presentase kesalahan yang ditemukan pada masing-masing tanda baca adalah kesalahan menggunakan titik koma (error of omission 62.22% dan error of addition 37.77%), kesalahan menggunakan koma (error of omission 43.13% dan error of addition 23.33%), titik dua (error of omission 50% dan error of addition 20%), tanda kutip (error of omission 51.66% dan error of addition 25%) hyphen (error of omission 55.83% dan error of addition 4.16%), tanda kurung (error of omission 50% dan error of addition 5.5%), tanda tanya (error of omission 20.55% dan error of addition 13.33%), apostrophes (error of omission 19.44% dan error of addition 7.22%), dan titik (error of omission 9.11% dan error of addition 14.66%). Secara umum, siswa semester enam mengalami masalah dalam menggunakan tanda baca. Penyebab dari kesalahan menurut hasil wawancara adalah dari situasi kelas, dimana siswa membuat kesalahan dalam mengkoreksi tugas teman sekelas. Kedua, pemahaman siswa tentang tanda baca, maksudnya adalah pemahaman siswa tentang aturan menggunakan tanda baca masih sangat rendah.

Kata Kunci: Analisa kesalahan, Tanda Baca

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Writing is one of the four skills in English. People use writing to show their idea, such as in writing newspaper which is used at least to inform something in a written form. Writing is related to some aspects such as grammar, content, vocabulary and mechanic which are used in a text. The writer should pay attention to all aspects related to the writing. After comprehending all the aspects of writing the writer can start to write such as: journal, thesis, novel, and essay.

Mechanic in writing is one of important aspects because mechanic can be used by writers to make their writing more understandable. According to David P Harris, mechanics is the use of the graphic conventions of the language.¹ There are so many aspect related to the mechanics of writing such as: numeral, spelling, capitalization, italic and bold, and punctuation.

Punctuation is important mechanic aspect in writing. According to Alice Ohima and Ann Hogue, using correct punctuation is important because punctuation conveys meaning just as words do.² In addition, Joyce Armstrong and Edward E. Wilson state that punctuation marks help to make a written work easier to understand by helping to organize and clarify the ideas in each

1 David P. harris, Testing English as a second Language, University of Tusla, 1996 pg 69

2 Alice Ohima and Ann Hogue, writing Academic English ( Longman Press ) pg 245

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sentence.³ So, punctuation is important aspect in writing because it can be used by writer to organize and to clarify the ideas.

Many students make error in putting punctuation in their writing task.

Ellis states that error reflect gap in a learner‘s knowledge which arises because the learner does not know what is correct.⁴ Errors in foreign language teaching especially in English are the cases which are difficult enough to avoid. Many aspects can cause the students make errors. According to Jack C. Richard, errors can be caused by over generalization, ignorance of rule restriction, incomplete application of rules, and false concepts hypothesized.⁵ These sources of error are usually faced by the students in English performance especially in putting punctuation in writing.

Error in using punctuation is usually faced by the students. Some errors were made when the students do not understand the using of punctuation in writing. The error comes because many punctuation and its rule that must be recognized by the students. Punctuation is important aspect in writing because the meaning of sentences can be different when they are used in the sentences.

For example, ―woman without her man, is nothing‖ and ―woman: without her, man is nothing,‖ both of these examples are same but they have different meaning because the using of punctuation.

3 Joyce Armstrong and Edward E. Wilson………. Pg 686

4 Rod Ellis. Second Language Acquisition. Oxford university press. New York. 1997 pg 17

5 Jack. C Richard, Error analysis: Perspective on Second Language Acquisition , Longman press, pg. 174

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According to Jo and Anthony, punctuation errors occurs with the omission or misuse of one of the punctuation marks, the function of punctuation marks is to separate words and phrases within a sentence according to their meanings.⁶ In addition Abdulamir Alamin and Sawsan Ahmed in their journal stated that the punctuation errors were capitalization, the use of comma and semicolon.⁷ So, the common error in putting punctuation is omission or misuse of punctuation in writing

Based on the researcher‘s pre-interview to the sixth semester students of English Department in academic year 2015/2016 the researcher found that writing is one of difficult subjects to be mastered because it does not only focus on writing itself but also focuses in all aspects to make a good written form. One of many aspects that must be considered is putting the punctuation. The first phenomena found by the researcher was the students seldom use various punctuations in their writing. They tend to use only comma or end mark in their writing task. This was based on the interview done by the researcher to the sixth semester students. From the interview, it can be concluded that they seldom use various punctuation in their writing task.

The second phenomenon found by the researcher was when the students ask their friends to check their writing task their friend found the error in using the punctuation. It means that the students make error in using punctuation in

6 Jo McCuen & Anthony. C Winkler. From IDEA To ESSAY A Rhetoric, Reader, and Handbook. Pg 659

7 Abdulamir Alamin and Sawsan, Syntactical and Punctuation Errors: An Analysis of Technical Writing of University Students Science College, Taif University, KSA, Journal English Language Teaching, Vol. 5, No. 5; May 2012

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their writing task. So, the error in punctuation is always faced by students in their writing task. The next phenomenon is even the material about punctuation had been learnt by the student, the student still confusing in using punctuation. They can distinguish the function of each kind of punctuation mark so they difficult to apply the correct punctuation in their writing task.

Based on the problems above, researcher conducted a research related to the topic usually faced by the students with a title “An error analysis of using punctuation by the sixth semester students of English Departmentat at IAIN Bukittinggi in academic year 2015/2016”

B. Identification of the Problem

Based on the background of the problem, it can be concluded that there are three problems faced by the students while using the punctuation, namely:

1. The sixth semester students seldom use various punctuations in their writing task.

2. In peer-review of writing task students always get correction in using punctuation.

3. Students had learnt about the punctuation but they still confused in using punctuation.

C. Limitation of the Problem

This research is concentrated on exploring the types, the percentage and the causes of errors in placing punctuation made by the sixth semester students of the English department of IAIN Bukittinggi in the academic year 2015/2016.

Therefore, the research collected, identified, classified and analyzed them by

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using test. The writer used the limitation in order to give a clear description of discussion in this research.

D. Formulation of the Problem

Based on some problems discussed previously the researcher formulated the research in the form of the following questions:

1. What are the types of error made by the sixth semester students of IAIN Bukittinggi while putting punctuation in the text?

2. How many is the percentages of the types of error for every kind of punctuation made by the sixth semester students of IAIN Bukittinggi while putting punctuation in the text?

3. What are the causes of error made by the sixth semester students of IAIN Bukittinggi while putting punctuation in the text?

E. Purpose of the Research

Based on the research questions above, the purpose of the research is to analyze the types, the percentage and the causes of error in putting punctuation made by the sixth semester students of English Department of IAIN Bukittinggi in academic year 2015/2016.

F. Significance of the Research

The research finding is expected to give contribution to:

1. The college, it could be used as the references for the next researcher.

2. The lecture, it could give the information about the problematic aspect in punctuation.

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3. The college students, it can be used to improve their knowledge about using punctuation.

4. The researcher, it could give more knowledge and experience through the research.

G. Definition of the Key Terms

Some essentials that are used in the research are defined as follow:

1. Error analysis is an analysis done to analyze errors that are present when student‘s performance in English skills.

2. Punctuation is the thing that related to the mechanic in writing because punctuation conveys meaning just as words do.

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7 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Theory 1. Error Analysis

a. Definition of error Analysis

Errors are something usually done by the learners who are in learning process. They usually made many mistakes in writing process. One of error made of students in writing is error in using punctuation. To know the students difficulties in using punctuation writing, the teacher requires the investigation of the errors by analyzing the sources of errors. One way to identify the students‘ error is using the error analysis method.

According to Susan M. Gass and Larry Selinker, error analysis is a type of linguistics analysis that focuses on the errors learners make.⁸ It means that it focuses in every error that are made by students when writing and speaking performance. It can be used by teacher toward student‘s writing task. Error analysis is an essential source of information to teachers. It provides information on students' errors which in turn helps teachers to correct students' errors and also improves the effectiveness of their teaching in the class.

8 Susan M. Gass and Larry Selinker, Second Language Acquisition an Introductory Course 3^rd Edition, Taylor & Francis group, 2008, pg 102

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In addition, David crystal also states that error analysis is a technique for identifying, classifying and systematically interpreting the unacceptable forms produced by someone in learning a foreign language, using any of the principles and procedures provided by linguistics.⁹ It can be used as technique for teacher for analyzing, interpreting, and finally knowing errors that are made by students in writing essay. After knowing the error was made by students, teacher can decide the next step in learning process.

For conclusion, error analysis is an analysis by the researcher or teacher to know the errors made by the students. It can be done by identifying, classifying and interpreting the students‘ task. Error analysis can be used by not only the teacher to measure the students‘

ability but also by students to improve their ability in learning the material.

b. Mistakes and Errors

Mistake and Error has roughly the same meaning. But, to analyze learner's language and apply error analysis both have differences. Therefore, the researcher provides some definitions of mistakes and errors as below:

9 David Crystal, Adictionary of Linguistic and Phonetics sixth Edition, BLACKWELL PUBLISHING, 2008, page 173

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Mistake is a deviation that occurs because of the influence of the situation in language learners. According to Corder,

―mistakes are of no significant to the process of language learning.

However, the problem of determining what learner‘s mistake is and what is learner error‘s is one of some difficulty and involves a much more sophisticated study and analysis of errors than is usually accord them.‖¹⁰ In addition, Ellis states that Mistakes reflect occasional lapses in performance; they occur because, in particular instance, the learner is unable to perform what he or she knows.¹¹ From opinions above, we can learn that mistake is caused by learner so that the mistake can be corrected by the learners with concentrate.

2) Error

For beginner learner certainly they do not understand how to learn language so the teachers are very active to help students with knowing errors made by learner and follow the development of learners toward the purpose of language learning. Ellis stated that error reflect gap in a learner‘s knowledge which arises because the learner does not know what is correct.¹² Meanwhile, Brown explains error as an ―idiosyncrasies in the language of the

10 S P. Corder, Error Analysis and Interlanguage, Oxford University Press. Britain. 1981 page 10

11 Rod Ellis. Second Language Acquisition. Oxford university press. New York. 1997 pg 47

12 Rod Ellis………. Pg 17

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learner that are direct manifestations of a system within which a learner is operating at the time‖.¹³ An error is a noticeable deviation from the native grammar, it reflect the competence of the learner.

According to Gass and Selinker error take place when learner has incorporated a particular erroneous form (from the perspective of target language) into his or her system.¹⁴ Error is likely to occur repeatedly and is not recognized by the learner as an error. From the information above, we can know that error is the deviation that occurs because language learners do not understand the rules of the language. It can be helped by the teachers who provide additional exercise.

c. The Types of Error

According to Brown, errors are divided into three types. Here are the explanations:¹⁵

1) The most generalized can be made by identifying error of addition, omission, substitution, and ordering.

2) Error in level of language can be considered: phonology or orthography, lexicon, grammar, and discourse.

13 Douglas Brown, H. ―Principles of Language Learning And Teaching 5rd edition‖ US of America, 2007 pg 258

14 Susan M. Gass and Larry Selinker,………pg 102

15 H. Douglas Brown, ……….…………pg 262-263

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3) Errors may be viewed as either global or local. Global errors hinder communication. They prevent the hearer from comprehending some aspects of the message. Local errors do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence, allowing the reader to make an accurate guess about the intended meaning.

In addition, Rod explains four types of errors. Here are the explanations:¹⁶

1) Error of Omissions

The absence of the items that must appears in a well- formed utterance. For Example, The mother is very sad but she does not say anything. The example above has mistake because the absence of comma before clause connectors but. The right sentences are the mother is very sad, but she does not saying anything.

2) Error of addition

The presence of an item that must not appears in well- formed utterance. For example, A second concern, is maintaining astronaut’ mental health. The example above has error because the presence of comma after the sentence connector. The right sentence is ―second concern is maintaining astronaut’ mental health”.

16 Rod Ellis, The Second Language Acquisition, pg 56

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Use the wrong form of the morpheme of structure. For example, the dog aled the chicken instead of: the dog yelp the chicken.

4) Miss-ordering

Miss-ordering is Incorrect placement of a morpheme or group of morphemes in an utterance. For example, what daddy is doing?

instead of: what is daddy doing?

d. The Causes of Error

The error that are commited by students are cause of several categories. According to James there are three categories that caused the error.¹⁷

1) Interlingual Errors

Early stages of language learning is typically characterized by interlingual transfer in which interlingual transfer means the process of transferring the elements of the first language or mother tongue into the second language. In this case, second language learners tend to make error in which transferring their language to the second language they have learned.

17 Carl James, Error in Language Learning and Use: Exploring error analysis, (New York:

Addision Wesley Longman Inc, 1998), p. 187-202

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Intralingual errors are the errors made by learners in the developmental stages of target language acquisitions which leads to the common characteristics of the complexity of the rules of the target language. There is error if it is seen from learning strategy- based errors: exploiting redundancy; exploiting redundancy means the learners over elaborate the target language and to lapse into verbosity and babu.

3) Induced Error

Induced error refers to learners‘ error that result more from the classroom situation than from either the learners‘ incomplete competence in English. One of roles of the teachers is to provide models of the standard target language in class. The error influences by the classmates. For example, the students make error in using punctuation because their classmate makes a error in doing per-review.

In addition causes of error according to Hanna there in language learning is as following:¹⁸

4) Inadequate learning

This is mainly caused by ignorance of rule restrictions or underdifferentiation and incomplete learning. for example,

18 Hanna Y. Touchie. Second Language Learning Errors their types, Causes, and Treatment. ( JALT Journal, volume 8 No. I. 1986)

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students do not know the types and the function of every kind of punctuation.

5) Fossilization

Some errors persist for long periods and become quite difficult to get rid of. Example of fossilized errors is when the students make error but they believe that they do not make error in their task.

2. Punctuation

a. The Definition and the Function of Punctuation

Punctuation is a part of mechanic in writing an . It is related to the mechanic in writing to make the text clear and easy to be comprehended. According to Mary K. McCastill, punctuation is placed in text to make meaning and to make reading easier.¹⁹ It means that punctuation takes the important rule in text because it can make the reader understand the text.

Punctuation is a small thing in writing, but it has a big influence in writing. It will be dangerous if the writers do not put punctuation on their written form. David Crystal stated the function of punctuation in his book as following:²⁰

19 Mary K. McCastill, Grammar, Punctuation and Capitalization, Langley research Center, Hampton, 1990, page 47

20 David Crystal, The Cambridge Encyclopedia of the English Language, BCA, 1992, page 278

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1) Primary purpose of punctuation is to enable stretches of written language to be read coherently, by displaying their grammatical structure. Important features here include the usage of sentence- ending points, clause-dividing commas, and paragraph-marking indentation.

2) Punctuation also gives the reader clues about the prosody with which a piece of writing can be read aloud, through such features as question marks, exclamation marks, and parentheses.

3) Punctuation may highlight semantic units or contrasts present in the text but not directly related to its grammatical structure. Examples here include the choice of colons versus semi-colon to show the rhetorical structure of a complex sentence, and the use of line divisions and stanzas in poetry. It may add a semantic dimension, unique to the graphic medium, which it would be difficult or impossible to read aloud. Examples here include the use of ‗scare quotes‘ to show that a word has a special sense, or capital letter drawing attention to a very important point.

b. Types of Punctuation

According to Joyce Armstrong, Edward E. Wilson, and Gary Forlini, punctuation marks comprise of full stop, comma, colon, semi- colon, question marks, dashes, parentheses, brackets, hyphen, and

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apostrophes and quotation marks.²¹ However, the writer merely uses period full-stop, comma, colon, question marks, hyphen, and quotation marks. The punctuation is restricted because punctuation above is punctuation which is commonly used based on the interview with the students.

1) Full stop or period

It is used to identify a sentence ending in print followed by a wider space than is usual between words, marks an abbreviated.²² There are several other uses of full stop according to Nurcholis:²³

a) Full stop used at the end of sentence that is not a question and exclamation. Example:

1) Mother is making a cake.

2) My father lived in Solo.

b) Full stop used in the author‘s name, title of paper and place of publisher in the bibliography. Example:

1) Gass, M.Susan & Selinker, Larry. Second Language Acquisition: An Introductory Course, 3rd edition, Routledge, New York. 2008

21 Joyce Armstrong, Edward E. Wilson and Gary Forlini, Writing and Grammar Communication in Action, ( New Jersey, Pearson Education, 2014 ) pg 687- 749

23 Nurcholis, Mastering English, CV Pustaka Setia, Bandung, page 76

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2) McCuen, R, jo, & Winkler, C, Anthony. “From IDEA To ESSAY A Rhetoric, Reader, and Handbook” 9rd edision.

America. 2000

c) Full stop is used in the abbreviation 1) T.S Elliot

2) Aug.

2) Comma

Commas are sometimes troublesome to learn of English because they are used differently in other language.²⁴ The writer should pay attention more to the comma because comma has many functions in English. There are several uses of comma according to Jane Straus, as well.²⁵

a) Comma uses to separate words and word groups with a series of three or more. For example, My Rp.1000.000.000,- estate is to be split among my husband, daughter, son, and nephew.

b) Use a comma to separate two adjectives when the word and can be inserted between them. Example: He is a strong, healthy man.

c) Use comma when an –ly adjective is used with other adjectives.

Example: Felix was a lonely, young boy.

24 Alice Oshima and ann Hogue, Writing Academic English, Longman Press, 1991 page 245

25 Jane Straus, The Blue Book Of Grammar and Punctuation, Jossey_Bass, 2008, page 54- 57

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d) Use commas before or surrounding the name or title of a person directly addressed. For example,

Will you, Aisha, do that assignment for me?

Yes, Doctor, I will.

e) Comma can be used to separate the day of the month from the year and after year. For example, Kathleen met her husband on December 5, 2003, in Mill Valley, California.

f) Use a comma to separate the city from the state and after the state. Some businesses no longer use the comma after the state.

For example, I lived in San Francisco, California, for twenty years.

g) Use commas to set off expressions that interrupt the flow of the sentence. For example, I am, as you have probably noticed, very nervous about this.

h) When starting a sentence with a weak clause, use a comma after it. Example: If you are not sure about this, let me know now.

i) Use a comma after phrases of more than three words that begin a sentence. If the phrase has fewer than three words, the comma is optional. Example: To apply for this job, you must have previous experience. On February 14 many couples give each other candy or flowers.

j) If something or someone is sufficiently identified, the description following it is considered nonessential and should

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be surrounded by commas. For example, Freddy, who has a limp, was in an auto accident. Freddy is named, so the description is not essential. The boy who has a limp was in an auto accident. We do not know which boy is being referred to without further description; therefore, no commas are used.

k) Use a comma to separate two strong clauses joined by a coordinating conjunction and, or, but, for, nor. You can omit the comma if the clauses are both short. For example, I have painted the entire house, but he is still working on sanding the doors.

l) Use comma to separate two sentences if it will help avoid confusion. For example, I chose the colors red and green, and blue was his first choice.

m) If the subject does not appear in front of the second verb, do not use a comma. For example, He thought quickly but still did not answer correctly.

n) Use a comma to separate a statement from a question. For example, I can go, can’t I?

o) Comma can be used to separate contrasting parts of a sentence.

For example, That is my book, not yours.

p) Use commas surrounding words such as; therefore and however when they are used as interrupters. For example, I would, therefore, like a response.

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q) Use commas to set off yes and no. For example, Yes, the flight leaves at midnight.

r) Use commas to set off dates and places. For example, Miami, Florida, is humid in the summer.

s) Use commas to set off titles and degrees from preceding name.

Example: John Lawson, Jr., now runs the bank.

3) Colon

According to David crystal colon is used to show major pause or sense separation, to show that what follows is amplification or explanation of what precede, and to introduce the example.²⁶ Nurcholis states that the used of colon in following way:²⁷

a) List of something. For example, libraries have two kinds of periodicals: bound periodicals and current periodical.

b) Long quote, colon can be used to show a long quote. The quote consists of more three lines. Example:

As Albert C. Baugh and Thomas Cable state in their book, The History of The English Language:

There is no such thing as uniformity. Not only does the speech of our community differ from that of another, but also the speech of different individuals of a single community, even

27 Nurcholis, Mastering English, CV Pustaka Setia, Bandung, page 81-83

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different members of the same family, is marked by individual peculiarities.

c) Sub-title, colon can be used between the main title and sub-title of the book, article play script. For example, a popular book of nonverbal communication is Samovar and Porter’s Inter- Cultural Communication: A Reader.

d) Time, colon uses between hour and minute when show the time in that day. For example, Helen left the class at 12:30.

e) Colon is used for formal salutation in the formal letter. For example, Dear Sir:, Gentlemen:.

4) Question marks

a) Use question mark to enclose a direct quotation. Do not use it when the question is indirect. For example, He asked her,

“Have you had lunch?”.

b) Use question mark in parentheses to explain part of a sentence that cannot be verified. For example, her money of 10 million rupiah? Lost.

5) Hyphen

a) Use hyphen when writing out the compound numbers. For example, twenty-eight ounces

b) Hyphen can be put with fractions used as adjectives. For example, seven-tenths full.

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c) Use a hyphen after a prefix that is followed by a proper noun or a proper adjective. For example, pre-Renaissance and mid- february.

d) Use a hyphen in words with the prefixes all-, ex-, self- and words with the suffix –elect. For example, all-powerful, ex- jockey, self-made.

e) Use hyphen to connect two or more words that are as one word unless the dictionary gives a contrary spelling. For example, sister-in-law and six-year-old.

f) Use hyphen within a word a combination of letters might otherwise be confusing. For example, semi-illiterate

g) Use hyphen between words to keep readers from combining them erroneously. For example, the special delivery-man.

6) Quotation marks

Quotation marks always come in pairs, with the final set indicating the end of the quotation. The most common use of quotation mark is to indicate the exact spoken or written words of another person. There are several other uses of quotation marks according to Alice Oshima and Ann Hogue:²⁸

28 Alice Oshima and Ann Hogue……….. page 252-253

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a) Direct quotations, use it to enclose a direct quotation that is shorter than three lines. Punctuation with quotation marks can be a little tricky. Here are some rules to follow:

1) Periods and commas go inside quotation marks. For example, “I thought he was responsible,” he said, ”but he is not.”

2) Colons and semicolons go outside quotation marks. For example, “give me liberty or give me death”: these are immortal words.

3) Exclamation points and question marks go inside quotation marks if they are part of the quotation;

otherwise, they go outside. For instance,: is it eight o’clock?” she asked.

4) When a quoted sentence is divided into two parts, the second part begins with a small letter unless it is a new sentence. For example, “i thought he was responsible,”

he said,” but he is not.”

5) Use single quotation marks to enclose a quotation within a quotation. For example, As John F. Kennedy reminded us, ”We should never forget the words of Martin Luther King, Jr., Who said, ’I have a dream.””

b) Use quotation marks to enclose foreign words or words that are used in a special or uncommon way. For example, a lot of

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people talk about “machismo” these days, but few people really know what it means.

c) Title, use quotation marks to enclose the titles of articles from periodical journals, magazines, newspapers; chapter of books; short stories; poems; and songs. For example, in this articles “The Future of Space,” published in the July 19, 1974, issue of Scientific American, the authors explore the possibility of manned space stations.

7) Apostrophes

Apostrophes are used to form possessives, contractions, and a few special plurals.²⁹

a) Add an apostrophes and an –s to show the possessive case of most singular nouns. Likely, the woman’s wallet and the dog’s collar.

b) Put apostrophes to show the possessive case of plural nouns ending in –s or –es. For instance, the dog’ barking.

c) Add an apostrophes and an –s to show the possessive case of plural nouns that do not end in –s or –es. For instance, the women’s book and the oxen’s grazing lands.

29 Joyce Armstrong, Edward E. Wilson and Gary Forlini,………. Page 749

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25 8) Semi Colon

The usage of semi-colon to show mark a pause midway between the colon and comma. According to Nurcholis, Semi- colon can be use as the following way:³⁰

a) Between two sentences, semi-colon is used in the end of the first clause when the next clause has a relationship with the first clause. For example, Alice is going to Harvard; she is not going to M.I.T.

b) Before the connector, it must be put before the connector such as; however, therefore, moreover, furthermore. It also can be put before some transitional phrase. For example, sitting is dangerous; nevertheless, hundred, of people ski.

c) Between items in a series, it can be put to separate item in a series, unless some items ha s a comma. For example, I cannot decide which car I like best; the Ferrari, with its quick acceleration and ease of handling; the small, conventional Dastsun, with its reclining bucket seats; or the uncomfortable Volkswagen, with its economical fuel consumption.

9) Parentheses

a) In lists, use either two parentheses or one parenthesis to set off letters or numerals that designate items that are listed within a

30 Nurcholis,……….. page 79-78

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sentence. For example, Choose from (a) keyboard entry, (b) mouse entry, and (c) voice entry.

b) To enclose an entire sentence, Parenthetical sentences can occasionally hinder clear writing by causing the reader to pause. Where possible, consider rewriting a parenthetical sentence without the parentheses. Occasionally, you might want to use parentheses to enclose an entire sentence that is relevant to information presented in the paragraph, yet dispensable to the paragraph‘s meaning. When an entire sentence is enclosed in parentheses, place the final parenthesis after the sentence‘s final punctuation mark. For example, Position the pointer on the top scrollbox and click the left mouse button. (For detailed instructions on scrolling windows, see page 586.).

c) With first occurrence, use parentheses to enclose special keyboard symbols, abbreviations, and acronyms when they first appear in the text. For example, the operating system inserts a tilde (~) when a file name is too long. The software package tracks maintenance on your heating, ventilating, and air conditioning (HVAC) systems.

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27 B. Review of Related Studies

In this research, the writer took two previous studies. The first was study that had been done by Misnawati (2013), entitled “Student’s difficulties in writing cause-effect essay at the fithth semester students of English education department STAIN Bukittinggi academic year 2013/2014”. The aims of this research was to find the difficulty in formulating ideas, organizing in logical order, selecting vocabulary, grammar accuracy, choosing appropriate punctuation, and spelling words correctly. The result of the research was there are some factors caused students‘ difficulties in writing cause-effect essay. First, the college students were difficult to formulate ideas because they were lack of background knowledge. Second, they were difficult in logical order because they were confused in using transition signal. Finally, she concluded her researcher that is all the reasons above made the college students are difficult in writing cause-effect essay.

The second previous research was done by Sri Rahma Mukti (2015) with her graduating paper entitled “An analysis of using capitalization and punctuation in the writing Essay at the fifth semester English department students in IAIN”. Her study focused on finding the analysis of using punctuation in writing essay. She used qualitative method in her research by using students‘ documentation in writing essay. She analyzed the writing task of students and she found that the students still make a mistake in using punctuation and capitalization.

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The third previous research was done by Khuliyatul Hidayah (2013) with her graduating paper entitled ―An Analysis of Punctuation Error in the Background of the Skripsi of English Education Department of Muria Kudus University”. Her research focused on finding the error in using punctuation in the background of the problem of English Program thesis in Muria Kudus University. She used descriptive qualitative method in her research to analyze the error in using punctuation by collecting, classifying, and analyzing the data carried out for describing a certain situation objectively. She found that the students still make mistake in using punctuation in their thesis. The most error found by her was error in using capital letter, coma, and semi colon.

The present research was dealing with error analysis on the use of punctuation made by the sixth semester students of IAIN Bukittinggi in academic year 2015/2016. The researcher chose punctuation because many students still make error in using punctuation. Then, the researcher used quantitative method in analyzing the data to find the types, the percentage, and the causes of error made by students. So, it can be said that the present study is quite different from previous study above.

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29 C. Conceptual Framework

D.

E.

F.

G.

H.

The types of punctuation

1. Full stop 6. Quotation marks

2. Comma 7. Apostrophes

3. Colon 8. Semi colon

4. Question marks 9. Parentheses 5. Hyphen

The types of error 1. Error of omission 2. Error of addition 3. Miss-information 4. Miss-ordering

What are the types of error made by students of IAIN Bukittinggi?

How many the percentages of the types of error in each kind of punctuation made by the students of IAIN Bukittinggi?

What are the causes of error made by students of IAIN Bukittinggi?

The causes of error 1. Interlingual error 2. Intralingual error 3. Induced Error 4. Inadequate learning 5. fossilization

Punctuation

Error Analysis

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In the conceptual framework above, the researcher used nine punctuation marks in the research. The researcher analyzed the students‘

ability in using punctuation. The researcher analyzed the type of error in using punctuation. The types of error in linguistic aspect are error of addition, error of omission, miss-ordering, and miss-information. Beside that the researcher also analyzed the causes of error in using punctuation. The causes of error in linguistic aspect are Interlingual error, Intralingual error, Induced Error, Inadequate learning, and fossilization.

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31 CHAPTER III

RESEARCH METHOD

A. Design of the Research

This research was done at the sixth semester students of English Department of IAIN Bukittinggi in academic year 2015/2016. The researcher chose this department because they had learned about using punctuation.

Based on the data was collected by the researcher, researcher concluded that students had some problems in putting punctuation while performing their writing ability.

In line on the problem stated before, the researcher used design of this research is a quantitative approach. Quantitative research is a type of educational research in which the researcher decides what to study, a specific, narrow questions: collects quantifiable data from participants, analysis these number.³¹ According to Margono ―quantitative research is a process to find knowledge using the numeral data as the instrument to find information about everything that will be found‖ using statistic, and conducts the inquiry in unbiased, objective manner.³²

Based on the explanation above, the researcher used descriptive quantitative method. Moreover, the goal of the research was to analyze what are the types, the percentage of error, and the causes of errors made by

31John W, Creswell. Educational Research, (Nebraka.incoln : pearson international university).p.46

32 Margono, Metodologi Penelitian Pendidikan, ( Jakarta: PT. Rineka Cipta, 2007 ), p. 103

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students while using punctuation in writing by the sixth semester students of English department at IAIN Bukittinggi in academic year 2015/2016.

B. Population and Sample 1. Population

Arikunto states, the population all individuals from whom the data are collected.³³ Therefore, the population of the research was the sixth semester students of English department of IAIN Bukittinggi in the academic year 2015/2016. The students are divided into four classes and the total of students is 116. This will be presented in the table below:

Table 3.01 Total of Sixth Semester Students

No. Class Total number of students

1 A Class 29

2 B Class 28

3 C Class 30

4 D Class 29

Total 116

(Source: English Department Of IAIN Bukittinggi)

2. Sample

33 Suharsini Arikunto. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT Rineka Cipta p 173

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Arikunto states sample is a part of the representative of population that is investigated.³⁴ There are four classes of the sixth semester students of English department of IAIN Bukittinggi in the academic year 2015/2016. The researcher only took one class as sample as purposive sample that is C class. The researcher chose C class based on a consideration that C class is the highest total students among the four classes and as Sugiyono states that purposive sampling is a sampling technique with certain considerations of data sources.³⁵ Then, to avoid the subjectivity, the identity of each student was changed by using alphabet.

The researcher chose the sixth semester of English Department because they have learned writing and the material about punctuation, but the researcher found that they have problem in putting and applying punctuation based on interview result and after checking their writing task.

C. Instrument 1. Test

Instrument used in the research is a test. According to Arikunto, a test can be described a series of questions or other instruments, which are used to measure the intervals or group‘s skill, knowledge, intelligence, capability or talent.³⁶ Kind of test used by the researcher is written test where the researcher gives the paragraphs without punctuation. The sample

35 Sugiono, Metodologi Penelitian Kuantitatif dan R&D, Bandung, Alfa Beta, 2010 p.9

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of the research put the punctuation in the paragraphs. The punctuation marks are period, comma, colon, semi colon, quotation mark, question mark, hyphen, parentheses and apostrophes. After that the researcher analyzed the data, found the error of the students, and finally the researcher got the percentage and the types of error made by the students.

The writing test is given to the students and the researcher found the types of error made by students. The test was made by considering the validity and reliability of the test. Margono says, the main requirements of the test are validity and reliability, as explained below:

1) Validity

Validity concerns with a test which measures what is supposes to be measured and for whom it is appropriate. In another word, test is valid if it measures accurately what is intended to be measured. To make the test valid the researcher used content and expert validity.

According to Arikunto, content validity can be used if the test measures the material that should be measured.³⁷ The expert validity used by researcher to strengthen the content validity.

2) Reliability

Test is reliable if it gives the constant result. If that test is given recur toward the same individual. Reliability is concerned with a test

37 Suharsini Arikunto. 2006. Dasar-dasar Evaluasi Pendidikan. Jakarta: PT Rineka Cipta p 64

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which consistently measures whatever it measures.³⁸ The test reliable if someone got twice test, the result of the test must same between the first and second test.

2. Interview

After getting the students test result, researcher interviewed the C class of the sixth semester because the researcher also gave the test to the C class. According to Nunan, interview has been widely used as a reach tool in applied linguistics.³⁹ The researcher did the structure interview. Nunan states that the structure interview is totally predetermined by the researcher, who works through a list of set question in predetermined order.⁴⁰ So in this research, researcher did a structure interview with the question that was determined by the researcher to know the causes of error in using punctuation made by the sixth semester students of IAIN Bukitinggi in Academic Year 2015/2016

D. Technique the Data Collection

The crucial thing in doing research is collecting the data. In collecting the data, the researcher used test and interview. In line with the research design above, the data is taken from the test that given by researcher. The test was held twice to make the data accurate and valid and the types of error

38 Margono, Metodologi Penelitian Pendidikan,…, p. 171

39 David Nunan, Research Method in Language Learning, Research Method in Language Learning, USA, Cambrigde University Press, 1992

40 David Nunan, Research Method in Language Learning

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made by the sixth semester students can be found. Interview was used by researcher to know the causes of error in using punctuation.

E. Technique of Data Analysis 1. Technique of Test Analysis

After the data were collected, they must be analyzed to achieve the intended purpose. The technique that was used to analyze the data from the test is by using the procedures of error analysis. In analyzing the data the researcher used the procedures proposed by Gass and Selinker:⁴¹

1) Collecting of Data

The researcher gave the test to students about. The researcher gave three paragraphs without punctuation to the students and the students put the punctuation in the paragraph.

2) Identification

After collected data from the tests, the test must be identified.

Here, the researcher started to identify what errors are made by the students.

3) Classification of Errors

In this step, the researcher found the types of error made by the students. The types of error that found by researcher is error of omission and error of addition

41 Susan M. Gass and Larry Selinker, Second Language Acquisition an Introductory Course 3^rd Edition, Taylor & Francis group, 2008, pg 103

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37 4) Quantification of Error

To quantify the errors students made, the researcher used percentage formula:

P = ^𝐹

𝑁

× 100

Notes: P = Percentage

f = Frequency (errors made by students) N = Total of all questions per item test⁴² 2. Technique of Interview Analysis

There were three procedures to analyze the data gotten from interview as proposed by Sugiono as follow:⁴³

a. Data reduction b. Data display c. Conclusion

The result of interview firstly was summarized and it was focused on the important data that was needed. Then, the data was displayed. The last procedure was concluded the result of interview.

42 Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2007, p43

43 Prof Dr. Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan RnD, Bandung: Alfabeta, 2011. Pg 247

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38 CHAPTER IV

FINDING AND DISCUSSION

This chapter is focused on the data. The data of this research is analyzed by using descriptive quantitative research. This chapter consists of two parts, findings and discussion.

A. Finding

Finding describes two parts; description of the data and analysis of the data. Description of the data describes the instrument that used by researcher in the research. Instruments in this research are test and interview. Analysis of the data presents the way to analyze the students test result and the result of interview with the students.

1. The Description of Data

The data from this research was gain by delivering the test about punctuation to the sixth semester student of English Department at IAIN Bukittinggi in academic year 2015/2016. The punctuation that used in the test were period, comma, colon, semi colon, question mark, quotation mark, hyphen, apostrophes, and parentheses. Moreover the total number of the test items provided to the sixth semester students consists of 60 items altogether.

These test items classified into nine punctuations materials: period consists of 15 items, comma consists of 17 items, colon consists of 2 items, question mark consists of 6 items, hyphen consists of 4 items, quotation mark consists of 4, apostrophes consists of 6 items, parentheses consists of 3 items, and

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semi colon consists of 6 items. The following table is the classification of each kind of punctuation that had been tested:

Table 4.1 items of punctuation and its distribution in the test The Punctuation Number of punctuation in the test

Period 15

Comma 17

Colon 2

Question marks 6

hyphen 4

Quotation mark 4

Apostrophes 6

Parentheses 3

Semi colon 3

Then, the researcher interviewed the students. The interview is used for knowing the causes of student errors in using punctuation in the text. The questions of interview consisted of interlingual error, intralingual error, induced error, inadequate learning, and fossilization.

2. Analysis of Data

This part focused on the steps to describe the result of the test and interview. In this part, the researcher analyzed the types of error, the percentage of error for each kind of punctuation, and the causes of error in using punctuation. The data were collected at the sixth semester student of English Department at IAIN Bukittinggi in academic year 2015/2016.

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40 a. The Types of Errors

This part focuses on the result of the test. The data was collected at the sixth semester student of English Department IAIN Bukittinggi in academic year 2015/2016. In this part, researcher described about the types of error in using punctuation. The types of error were found by the researcher were error of omission and error of addition. Finding of the researcher can be seen in the explanation below.

1) Error of Addition

Error of addition is the presence of an item that must not appear in well-formed utterance. It means that the students add the punctuation to the sentence. Here are the examples of error addition in using punctuation by the sixth semester students:

a) input devices; such as, a keyboard or mouse for putting information into the computer

Example above was student A test result. Student made error of addition of semi colon and comma. The sentence does not need semi colon and comma because the previous sentence contains of comma and semi colon.

b) Did life on the moon go underground many thousands of years ago when the atmosphere departed? and does its residue still exist there?

From the test result of student B above, the researcher found that the students make error of addition in using question

AN ERROR ANALYSIS OF USING PUNCTUATION BY THE SIXTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT IAIN BUKITTINGGI IN ACADEMIC YEAR 2015/2016.

TABLE OF CONTENTS

Punctuation

Error Analysis

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